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This is the third book in a series of Across the Life Span volumes
that has come from the Biennial Life Span Development Conferences.
The authors--well known in their fields--present theoretical and
research issues important for the understanding of temperament in
infancy and childhood, as well as personality in adolescence and
adulthood. Current findings placed within theoretical and
historical contexts make each chapter distinctive. The chapter
authors focus on their work and its implications for temperament
and personality issues across the life span. In addition, they
include summaries of research by other investigators and theorists,
placing their work and that of others in a lifespan perspective.
Developmental changes in cognitive abilities in childhood have long
been of interest to researchers across many fields, including
behavioral sciences, communications, education, and medicine. With
the publication of research findings showing individual differences
in the development of children's learning skills has come the
realization that models, methodologies, and analysis approaches
that include consideration of individual differences are needed. It
has brought an increase in research collaborations among experts in
different fields who bring different approaches together in studies
of cognitive abilities. This work has yielded a growing body of
knowledge about how children with normal abilities and those with
developmental disorders learn, gain skills in social competency,
develop decision making and planning abilities, and acquire
language skills and the skills needed for reading and writing. More
recently, researchers have sought to use this body of knowledge as
a basis for the early identification of children at risk for
cognitive delays and for the development and evaluation of
intervention approaches. The chapters in this book review
literature in five areas of cognition, and provide theory- and
research-based information on the applications of research findings
and intervention approaches. Throughout the chapters, information
on the interactions of different cognitive abilities and the role
of individual differences in development that influences
development assessments is included.
Developmental changes in cognitive abilities in childhood have long
been of interest to researchers across many fields, including
behavioral sciences, communications, education, and medicine. With
the publication of research findings showing individual differences
in the development of children's learning skills has come the
realization that models, methodologies, and analysis approaches
that include consideration of individual differences are needed. It
has brought an increase in research collaborations among experts in
different fields who bring different approaches together in studies
of cognitive abilities. This work has yielded a growing body of
knowledge about how children with normal abilities and those with
developmental disorders learn, gain skills in social competency,
develop decision making and planning abilities, and acquire
language skills and the skills needed for reading and writing. More
recently, researchers have sought to use this body of knowledge as
a basis for the early identification of children at risk for
cognitive delays and for the development and evaluation of
intervention approaches. The chapters in this book review
literature in five areas of cognition, and provide theory- and
research-based information on the applications of research findings
and intervention approaches. Throughout the chapters, information
on the interactions of different cognitive abilities and the role
of individual differences in development that influences
development assessments is included.
This is the third book in a series of Across the Life Span volumes
that has come from the Biennial Life Span Development Conferences.
The authors--well known in their fields--present theoretical and
research issues important for the understanding of temperament in
infancy and childhood, as well as personality in adolescence and
adulthood. Current findings placed within theoretical and
historical contexts make each chapter distinctive.
The chapter authors focus on their work and its implications for
temperament and personality issues across the life span. In
addition, they include summaries of research by other investigators
and theorists, placing their work and that of others in a lifespan
perspective.
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